#ArmMeWith: Resources for Teacher Wellbeing

With teacher burnout on the rise in the US, this study explores the resources that teachers report to need to buffer the demands of their job and to increase their experience of wellbeing instead of stress and burnout. The data consists of tweets that teachers posted as a part of the #ArmMeWith Twitter campaign to voice the resource that they need in their job. We used thematic analysis to categorize teacher resource needs from 2,639 tweets. Using the Job Demands-Resources theory (JD-R) of employee wellbeing, we sorted codes into themes (physical, psychological, social, organizational), and investigated resource needs across regions of the United States. In this sample, teachers reported needs in all JD-R resource categories, and we identified an additional theme of institutional resource needs to represent the need for political and social change that teachers reported. In our frequency analysis, the need for physical and organizational resources were the most prevalent, and we found no regional differences. This research contributes to the literature on teacher wellbeing by highlighting resources that have the potential to bolster teacher wellbeing. The research also contributes to the JD-R theory by suggesting that institutional factors may contribute to employee wellbeing

The enduring value of the Boulder model: “Upon this rock we will build”

We comment on the article by C.R. Snyder and T.R. Elliott, “Twenty-First Century Graduate Education in Clinical Psychology: A Four Level Matrix Model” (this issue). We agree with many of the specific sentiments expressed by these authors but not with their dismissal of the Boulder model. We conclude that the Boulder model is as valuable today as when first articulated and that it provides a sturdy foundation upon which to make the sorts of changes the authors suggest. © 2005 Wiley Periodicals, Inc. J Clin Psychol.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/48678/1/20154_ftp.pd

Resilience and Leadership in Dangerous Contexts

Daniel B. Cnossen was born and raised in Topeka, growing up on a small farm. He spent his childhood reading, running, playing sports, and working on the farm. Cnossen enrolled in the United States Naval Academy in 1998. He had never before seen the ocean and did not know how to swim, but he asked his new friends at the academy to teach him; he would often skip lunch to spend time in the pool. Cnossen joined the Navy triathlon team to strengthen his swimming. By his senior year, he had been elected captain of the team, which he helped lead to a national championship. After graduation, he headed to San Diego to undergo training as a Navy SEAL. Cnossen served several tours overseas. On September 6, 2009, less than thirty-six hours on the ground in Kandahar, Afghanistan, he activated a landmine, losing both legs and suffering internal injuries. Lieutenant Cnossen is now back in the United States facing new challenges. He is doing so with the same dedication and enthusiasm that he used to surmount previous challenges. He is positive and appreciative of his friends and family, and he is happy to be alive. Described by some as stoic, Cnossen is seen by those who know him best as soft-spoken and humble. No one as full of curiosity, zest, and humor as he is could be described as stoic. As Cnossen began his rehabilitation, he noted that now he would be able to do even more pull-ups. While at the Walter Reed Army Medical Center, Cnossen and other troops were visited by President Barack Obama. As the president was leaving, he noticed a copy of War and Peace on Cnossen\u27s bedside table. The two men joked that merely lifting the book would be another form of physical therapy

Resilience and Leadership in Dangerous Contexts

Daniel B. Cnossen was born and raised in Topeka, growing up on a small farm. He spent his childhood reading, running, playing sports, and working on the farm. Cnossen enrolled in the United States Naval Academy in 1998. He had never before seen the ocean and did not know how to swim, but he asked his new friends at the academy to teach him; he would often skip lunch to spend time in the pool. Cnossen joined the Navy triathlon team to strengthen his swimming. By his senior year, he had been elected captain of the team, which he helped lead to a national championship. After graduation, he headed to San Diego to undergo training as a Navy SEAL. Cnossen served several tours overseas. On September 6, 2009, less than thirty-six hours on the ground in Kandahar, Afghanistan, he activated a landmine, losing both legs and suffering internal injuries. Lieutenant Cnossen is now back in the United States facing new challenges. He is doing so with the same dedication and enthusiasm that he used to surmount previous challenges. He is positive and appreciative of his friends and family, and he is happy to be alive. Described by some as stoic, Cnossen is seen by those who know him best as soft-spoken and humble. No one as full of curiosity, zest, and humor as he is could be described as stoic. As Cnossen began his rehabilitation, he noted that now he would be able to do even more pull-ups. While at the Walter Reed Army Medical Center, Cnossen and other troops were visited by President Barack Obama. As the president was leaving, he noticed a copy of War and Peace on Cnossen\u27s bedside table. The two men joked that merely lifting the book would be another form of physical therapy

Orientations to happiness and life satisfaction: the full life versus the empty life

Different orientations to happiness and their association with life satisfaction were investigated with 845 adults responding to Internet surveys. We measured life satisfaction and the endorsement of three different ways to be happy through pleasure, through engagement, and through meaning. Each of these three orientations individually predicted life satisfaction. People simultaneously low on all three orientations reported especially low life satisfaction. These findings point the way toward a distinction between the full life and the empty life.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43062/1/10902_2004_Article_1278.pd

Positive Health and Health Assets: Re-analysis of Longitudinal Datasets

Most approaches to health over the centuries have focused on the absence of illness. In contrast, we are investigating Positive Health —well-being beyond the mere absence of disease. In this article, we describe our theoretical framework and empirical work to date on Positive Health. Positive Health empirically identifies health assets by determining factors that predict health and illness over and above conventional risk factors. Biological health assets might include, for example, high heart rate variability, high levels of HDL, and cardiorespiratory fitness. Subjective health assets might include positive emotions, life satisfaction, hope, optimism, and a sense of meaning and purpose. Functional health assets might include close friends and family members; a stable marriage; meaningful work; participation in a social community; and the ability to carry out work, family, and social roles

Suicide in Happy Places Revisited: The Geographical Unit of Analysis Matters

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/109592/1/aphw12030.pd